We evaluated the efficacy of a technical assistance (TA) model for increasing the competitiveness of historically Black colleges and universities (HBCUs) and other minority-serving institutions (MSI) seeking funding to expand their teacher training through the National Science Foundation (NSF)’s Robert Noyce Teacher Scholarship (Noyce) Program. The Noyce Program addresses the President’s Council of Advisors on Science and Technology (PCAST) goal to support at least 100,000 new STEM middle and high school teachers. The Quality Education for Minorities (QEM) Network engaged in a series of strategies to broaden participation of Noyce to MSIs, with the long-term goal of diversifying the pipeline of new STEM teachers. Results found that of the 335 active Noyce awards, 39 were awards to MSIs. Of the 39, 23 (59%) were awarded to institutions represented in at least one QEM Noyce TA workshop. This study looks at the potential of TA models for HBCUs and MSIs to generalize across a spectrum of initiatives aimed at strengthening the nation’s teacher education programs, and graduating quality STEM teachers.
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Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for Black Middle School Boys
There is a shortage of research examining Black male middle school students’ early experiences, content and career exposure, and mentoring in STEM programs at HBCUs. Using Harper’s Anti-Deficit Achievement Framework, this research examined the asset-based pedagogy used to teach middle school Black boys (n=169) using survey data from a more extensive mixed-methods study of STEM programs at HBCUs. Results show that Black boys perceived the instructors and mentors incorporated a relatively high level of engagement and pedagogical practice using transactional strategies (meaningful learning,
learning community, teacher student relationship quality). The more Black boys perceived meaningful connections in their lessons, the higher teacher student relationship quality and learning community ratings. The use of the three transactional instructional strategies resulted in Black boys' perceived use of critical thinking in the STEM learning context. As a result of participating in the STEM programs at HBCUs, Black boys significantly increased in STEM-based academic efficacy, specifically in technology. Implications for teachers, teacher educators, and program mentors and instructors in STEM spaces for Black boys are discussed.
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- Award ID(s):
- 1743335
- NSF-PAR ID:
- 10197812
- Date Published:
- Journal Name:
- Journal of African American males in education
- Volume:
- 11
- Issue:
- 2
- ISSN:
- 2153-9065
- Page Range / eLocation ID:
- 76-94
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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